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Methods of Educational Psychology

The document discusses several methods used in educational psychology to study learning and development, including observation, experimentation, and case studies. Observation allows psychologists to directly record natural behavior and is useful for studying individuals and groups of all ages. Experimental methods employ control groups to objectively study cause-and-effect relationships regarding human behavior. Case studies intensively examine individual cases of maladjustment to understand causes and suggest rehabilitation approaches. These methods provide tools to comprehensively analyze the learning process.

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CHIRANJIBI BEHERA
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7K views5 pages

Methods of Educational Psychology

The document discusses several methods used in educational psychology to study learning and development, including observation, experimentation, and case studies. Observation allows psychologists to directly record natural behavior and is useful for studying individuals and groups of all ages. Experimental methods employ control groups to objectively study cause-and-effect relationships regarding human behavior. Case studies intensively examine individual cases of maladjustment to understand causes and suggest rehabilitation approaches. These methods provide tools to comprehensively analyze the learning process.

Uploaded by

CHIRANJIBI BEHERA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Educational Psychology employs various methods to improve teaching-learning process in the

classroom. It uses methods to gather facts about the nature of children: and how they learn. It
employs methods to know how they develop. It employs methods to know how child’s
personalities like learning, social adjustment, or skill grows from the elementary stage to a
complex one. It studies how a group of children passes through the several stages of growth and
development. As educational psychology is an applied branch of general psychology, it makes
use of methods of general psychology.

Brief History: In 1879 W. Wundt gave the first effort of conducting systematic experimental
studies in psychology in Germany. He established the first laboratory of psychology in Leipzig.
Wundt used introspection as the sole method of collecting data.

Simultaneously other methods emerged with the growing interest in developmental studies.
Testing movement became popular with some research workers. Statistics began to be used in
educational psychology.

In recent years, with the development of technology, researchers have started new methods of
collecting and analysing data. In this context use of electronic digital computers has become a
common feature of developed countries. In our country, the use of computers in educational
psychology is at its initial stage.

Some of the most commonly used methods of psychology or educational psychology are:

 Introspection methods
 Observation method
 Interview method
 Experimental method
 Case-study method
 Differential method

1. Observation Method

Observation is one of the oldest techniques that man has made use of. It is defined as seeing
things as they are in their natural setting. It does not mean seeing things as they were or as they
should be. Observation deals with the overt behaviour of persons in appropriate situations.
Observation has been defined as ‘measurement without instruments’. ‘In education, observation
is the most commonly employed all measurement techniques.

Uses of Observation

i. Being a record of the actual behaviour of the child, it is more reliable and objective.
ii. It is a study of an individual in a natural situation and is therefore more useful than the
restricted study in a test situation.
iii. The method can be used with children of all ages; of course, the younger the child, the
easier it is to observe him. This method has been found very useful with shy children.
iv. It can be used with a little training and almost all teachers can use. It does not require any
special tool or equipment.
v. It can be used in every situation, physical activities, workshop, and classroom situations
as well.
vi. It is adaptable both to the individuals and groups.

Suggestions and Principles to be Followed in Making Reliable Observations

i. The whole situation should be observed


ii. One student should be selected to observe at a time
iii. Students should be observed in their regular activities. such as in classroom, on the
playground or in passing from class to class
iv. Observations should be made over a period of days.

Requisites of Good Observation

a. Proper planning;
b. Proper execution;
c. Proper recording; and
d. Proper interpretation.

Proper Planning of Observation

i. Specific activities or units of behaviour to be observed must be clearly defined.


ii. An appropriate group of subjects be selected to observe.
iii. Scope of observation - whether individual or group should be decided.
iv. The length of each observation period, number of periods and interval between periods
should be decided.
v. The form of recording should be determined.
vi. The instruments to be used should be decided.
vii. Physical position of the observer should be demarcated.
viii. Proper tools for recording observation should be kept hand)
ix. Various terms may be studied.

Types of observation

Observation is of following types:


 Participant observation
 Non-participant observation
 Structured observation
 Unstructured observation
i. Participant Observation: Here the observer plays a double role. He becomes by and
large a member of the group under observation and shares the situation as a visiting
stranger, an eager learner and an attentive listener.

ii. Non-participant Observation: This is used with such groups as infants, children of
abnormal persons. The observer takes such a position as he is able to observe in detail
the behaviour of the individual under observation. The position of the observer is least
disturbing to the subject under study.

iii. Structured Observation: Structured observation starts with relatively specific


formulations. The observer in advance set up categories in terms of which he wishes to
analyze the problem. The observer always keeps in view;

 A frame of reference
 Time units
 Limits of an act

iv. Unstructured Observation: It mainly takes the form of participant observation. The
observer takes the role of a member of the group.

Merits of the method of Observation


 Observation can be used with children of all ages.
 It does not require any special tool or equipment.
 It is adaptable both to the individual and groups.

Demerits of the method of Observation


 There is a great scope for personal prejudices and bias of the observer.
 Records may not be written with cent percent accuracy as the observation is recorded
after the actions of the observed.
 It reveals the overt behaviour only.

2. Experimental Method
It is the most objective and scientific method for studying behaviour. The investigator
studies the cause and effect relationship regarding human behaviour by performing experiments.
Experiment may be conducted in a laboratory or a classroom or other field situations.

Types of Experimental Method


Experimental Method is of following types:
 Control Test Method
 Control Group Method
 Rotation Method.

i. Control Test Method: In this method we try to differentiate by observing the


performance under different conditions. First we observe under normal conditions and
then again with one condition changed. There is no need of having two different groups
of subjects for the experiment. Only the measures can be taken several times under
different conditions.

ii. Control group Method: Control test method possesses a serious drawback known ass;
positive practice effect. In control group method we can minimize the practice effect.
Here two separate groups, known as experimental group and control group are taken.
They are equated or matched on various traits like age, sex, intelligence and other
personality characteristics.
iii. Rotation Method: This method consists of presenting two or more stimulating
situations to the experimental subjects in as many sequences as necessary to control the
serial effects of fatigue or practice.

Merits of the Experimental Method


 It is the most objectives and systematic method of getting reliable data.
 The findings of the experimental method are open to critical examination and
verification.
 This method allows maximum control over the phenomena under investigation.

Demerits of the Experimental Method


 Since mental processes are constantly fluctuating in character, they cannot be detained
for the purpose of experimental study.
 It is costly and time-consuming method.
 It is extremely difficult to control all other causative factors except the one under study.

3. Case Study Method


A case study is the study of an individual case. Case study method is usually used for studying
the behaviour problems of a maladjusted or deviant individual. Various steps involved in case
study method are:

 Determination of the status of the phenomenon under investigation through direct


observation or measurement.
 Determination of the most probable antecedents of the case
 Formulation of a definite hypothesis or a set of hypotheses through knowledge of similar
cases.
 Verification of the hypothesis
 Remedial steps
 Follow up of the case.

There are three types of case studies:


 Case studies of individuals
 Case studies of institutions.
 Case studies of communities.

Merits of the Case Study Method


 Case study considers all aspects of the child. Hence, it is highly reliable and can be used
as a tool of evaluation.
 It helps to understand the causes of maladjustment.
 It helps in suggesting remedial measures for the rehabilitation of maladjusted cases.
 It helps the teacher to gain better concept of normal behaviour.

Demerits of the Case Study Method


 It is time consuming.
 It warrants a lot of efforts on the part of the researcher.
 It is meant only for individual case and ends with the diagnosis and treatment of the
individual under study.
 It requires technical proficiency and some experience on the part of the teacher.

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